论文部分内容阅读
成果导向教育(OBE)由Spady(1981)倡仪至今,在澳洲、南非、加拿大、美国等国被广泛运用。成果导向教育以学生的学习成果为导向,2014年本院启动OBE+行动学习教育模式改革,在台湾南华大学李坤崇教授的指导下,以及中央财政支持高等职业学校提升专业服务能力项目的支撑下,动物医学专业将OBE理念与基于工作过程导向的学习领域课程体系相结合,进行改革研究,使课程形成“目标导引、纵向连贯、横向统整、能力检测”四大机制。1教育目标、核心能力及能力指标的建置依据国家职业教育指导思想、学校特色与定位、
OBE has been widely used in Australia, South Africa, Canada, the United States and other countries since it was advocated by Spady (1981). Results-oriented education is guided by the learning outcomes of students. In 2014, the hospital initiated the reform of the OBE + mobile learning and education model. Under the guidance of Professor Li Kunchong of Nanhua University in Taiwan and the support of the central government in enhancing the professional services of higher vocational schools, The medical profession integrates the concept of OBE with the curriculum system of learning field based on the work process and conducts the reform study so that the curriculum will form the four major mechanisms of “guiding by objective, longitudinal coherence, horizontal consolidation and capability testing”. The establishment of education target, core ability and ability index According to the guiding ideology of national vocational education, school characteristics and positioning,